MATHEMATICS LESSON PLAN

GRADE 6
TERM 1: JANUARY – MARCH

PROVINCE:

DISTRICT:

SCHOOL:

TEACHER’S NAME:

DATE:

DURATION: 1 Hour

1. TOPIC: COMMON FRACTIONS: Calculations with fractions. (Lesson 3)

2. CONCEPTS & SKILLS TO BE ACHIEVED:

By the end of the lesson learners should be able to:

 Addition and subtraction of mixed numbers.

DBE textbook, DBE workbook and any other textbook

3. RESOURCES:

Grade 6 Lesson Plan: Term 1

COMMON FRACTIONS: Calculations with fractions (Lesson 3)
(Draft)

Page 1 of 4
  Compare and order common fractions including specifically
tenths and hundredths
4. PRIOR KNOWLEDGE:  Addition and subtraction of common fractions in which one
dominator is a multiple of another.

5. REVIEW AND CORRECTION OF HOMEWORK (suggested time: 10 minutes)

Homework provides an opportunity for teachers to track learners’ progress in the mastery of
mathematics concepts and to identify the problematic areas which require immediate attention.
Therefore, it is recommended that you place more focus on addressing errors from learner responses
that may later become misconceptions.

6. INTRODUCTION (Suggested time: 10 Minutes)

Mental Maths: Revision
Activity 1:
Write a plus and a minus exercise for each of the following, using the green and red shaded square:

Activity: Replace the * with < or > or =

3 50
a) *
5 100
7 3
b) *
20 10
75 3
c) *
100 4
1. Complete the following:

2 ❑ ❑ ❑
a) = = =
5 10 20 100
6 ❑ ❑
b) = =
10 25 100
3 ❑ ❑
c) = =
10 20 100

Grade 6 Lesson Plan: Term 1

COMMON FRACTIONS: Addition and subtraction of mixed numbers (Lesson 3) Page 2 of 4
(Draft)
7.LESSON PRESENTATION/DEVELOPMENT(Suggested time: 20 minutes)
Learning activities
Teaching activities
(Learners are expected to: )

 discuss in groups and give

Activity 1: feedback
1 1 1 ❑ ❑
The same is done with other fractions: ; ; ; ; ; etc.
4 3 5 6 10  share solutions with the
Activity 2: whole class.
Add fraction strips

4 4 3
+¿ +¿ =
4 4 4

Add fraction strips

4 4
1 −¿ 1 ¿
5 10

Addition and Subtraction with mixed numbers:

e.g.

2 5 4 3
5 +¿ 5 9 −¿ 4
10 10 6 6

2 5 4
= (5+5) + + = (9 – 4) + ( −¿
10 10 6
3
7 )
= 10 6
10
6 5 4 5
8 +¿ 7 9 −¿ 4
9 9 6 6

6 5 4 5
= (8 +¿ 7) +¿ ( + ) +¿ = (9 – 4) + ( −¿ )
9 9 6 6

11 10 5
= 15+¿ = 4 +¿ −¿
6 6 6

Practice the following with learners:

Activity1

Grade 6 Lesson Plan: Term 1

COMMON FRACTIONS: Addition and subtraction of mixed numbers (Lesson 3) Page 3 of 4
(Draft)
  provide feedback on
1. Calculate each of the following: solutions.

 work on the writing /

whiteboards to show how
they will reach their
conclusion.
2. It helps to be able to do certain calculations mentally. Try to
calculate these in your head, without doing any writing.

3. Calculate the following:

 do the activity and give
feedback to rest of the
class

8. CLASSWORK(Suggested time: 15 minutes)

 DBE Textbook: page 69 no. 5 a – q

9. CONSOLIDATION/CONCLUSION& HOMEWORK(Suggested time: 5 minutes)

a) Emphasise that:
 Do not give the recipe for making the denominators the same, rather on how to make
equivalent fractions.

b) The primary purpose of Homework is to give each learner an opportunity to demonstrate mastery
of mathematics skills taught in class. Therefore Homework should be purposeful and the principle
of ‘Less is more’ is recommended, i.e. give learners few high quality activities that address variety
of skills than many activities that do not enhance learners’ conceptual understanding.
Carefully select appropriate activities from the Sasol-Inzalo Books, DBE workbooks and/or
textbooks for learners’ homework. The selected activities should address different cognitive
levels.

Homework
 Use other resource textbook for homework.

Grade 6 Lesson Plan: Term 1

COMMON FRACTIONS: Addition and subtraction of mixed numbers (Lesson 3) Page 4 of 4
(Draft)